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Abstract

This dissertation offers a collection of works examining team-based approaches to functional assessment-based interventions (FABIs) in schools, with an emphasis on practice-based professional development. Across chapters, we offer (a) a statement of the problem (Chapter 1), (b) a systematic review examining the extent literature on training in-service educators and other school-site personnel in functional approaches to assessment and intervention (Chapter 2), (c) a study examining pre and post training outcomes of school site teams who were randomly assigned to either university led or state technical assistance led professional learning on FABIs (Chapter 3), (d) a conceptual paper examining how schools have and are adopting and implementing FABIs (Chapter 4), and (e) a discussion and final forum synthesizing overall findings and considerations for future research and practice (Chapter 5).